By the end of this workshop, you will be able to answer the following questions
How can I use a think aloud to teach the thinking strategies?
How can I plan a mini-lesson to explicitly model a thinking strategy for my students?
Workshop Wrap-Up
In this workshop, Wendy gave a mini-lesson about using the thinking strategy questioning in our reading and modeled a think-aloud using the poem "Pupil" by Brianne Carpenter.
Wendy started the mini-lesson with a connection to yesterday's writing workshop's lesson (writing strategy: writing from pictures) to activate prior knowledge and to make the reading-writing connection. Before reading the first stanza of the poem, Wendy showed the pictures (below) from the National Geographic article, A Life Revealed and talked about this magazine cover (made connections to the paintings in Bali and Thailand).
Wendy explained that she was going to model how asking questions helps her to understand and to go deeper in her understanding of the text:
"Sometimes it's hard to understand poetry because it isn't written in the predictable structure of a textbook and it isn't necessarily written like a chronological story--with a beginning, a middle and an end. In reading workshop, we've been working on monitoring our comprehension by using some fix-up strategies (such as re-reading, skipping a word we don't know, reading ahead to find out the meaning of the whole text) and you've gotten really good at using these strategies in your independent reading. Today we're going to go deeper into text as we practice another thinking strategy that will really help you out as a good reader.
In our writing workshop yesterday, we used the writing strategy "writing from pictures" to generate ideas for writing and to work on our word choice in our poetry. I found a great poem written by Brianne Carpenter who used that writing strategy to write her poem called "Pupil". As I read, Stevi will chart my thinking on the graphic organizer we call a comprehension constructor. I'm going to read the first stanza of the poem and I'll demonstrate how I use questions to guide and deepen my thinking while reading. Make sure you pay close attention because I'm going to invite you to try out this strategy in just a minute."
We Do:
We read the second stanza together and tried it out in a whole group.
Then we went with our partners, read the third stanza together, and practiced filling out the comprehension constructor. Next, the partners got with another dyad and shared their reading experience and how questioning helped them to better understand the stanza. We debriefed the process.
You Do:
Task: While reading the last two stanzas, you used the comprehension constructor to keep track of your questions (to use in the next workshop).
Whole group debrief: How did asking questions help you to understand this text? What were the kinds of questions that deepened your understanding?
We created another anchor chart to chart our thinking.
Workshop 2
By the end of this workshop, you will be able to answer the following questions
How can I use a think aloud to teach the thinking strategies?
How can I plan a mini-lesson to explicitly model a thinking strategy for my students?
Workshop Wrap-Up
In this workshop, Wendy gave a mini-lesson about using the thinking strategy questioning in our reading and modeled a think-aloud using the poem "Pupil" by Brianne Carpenter.
I Do/Explicit Instruction:
Wendy started the mini-lesson with a connection to yesterday's writing workshop's lesson (writing strategy: writing from pictures) to activate prior knowledge and to make the reading-writing connection. Before reading the first stanza of the poem, Wendy showed the pictures (below) from the National Geographic article, A Life Revealed and talked about this magazine cover (made connections to the paintings in Bali and Thailand).
Wendy explained that she was going to model how asking questions helps her to understand and to go deeper in her understanding of the text:
"Sometimes it's hard to understand poetry because it isn't written in the predictable structure of a textbook and it isn't necessarily written like a chronological story--with a beginning, a middle and an end. In reading workshop, we've been working on monitoring our comprehension by using some fix-up strategies (such as re-reading, skipping a word we don't know, reading ahead to find out the meaning of the whole text) and you've gotten really good at using these strategies in your independent reading. Today we're going to go deeper into text as we practice another thinking strategy that will really help you out as a good reader.
In our writing workshop yesterday, we used the writing strategy "writing from pictures" to generate ideas for writing and to work on our word choice in our poetry. I found a great poem written by Brianne Carpenter who used that writing strategy to write her poem called "Pupil". As I read, Stevi will chart my thinking on the graphic organizer we call a comprehension constructor. I'm going to read the first stanza of the poem and I'll demonstrate how I use questions to guide and deepen my thinking while reading. Make sure you pay close attention because I'm going to invite you to try out this strategy in just a minute."
We Do:
We read the second stanza together and tried it out in a whole group.
Then we went with our partners, read the third stanza together, and practiced filling out the comprehension constructor. Next, the partners got with another dyad and shared their reading experience and how questioning helped them to better understand the stanza. We debriefed the process.
You Do:
Task: While reading the last two stanzas, you used the comprehension constructor to keep track of your questions (to use in the next workshop).
Whole group debrief: How did asking questions help you to understand this text? What were the kinds of questions that deepened your understanding?
We created another anchor chart to chart our thinking.